How Can Inspiration Be Encouraged in Art Learning?

• Published in: Arts-Based Methods in Education Around the World pp. 205 - 230
• Main Authors: Ishiguro, Chiaki, Okada, Takeshi
• Format: Book Chapter
• Language: English
• Published: Denmark Routledge 2018; River Publishers
• Edition: 1
• Subjects: Bride Stripped Bare; Artistic Activities; Art Learning; Artist's Drawing; 2nd Intervention; Dual Focus; Classic Photo; Photographic Expressions; Street Photo; Professional Photographers; Homework Responses; Art Appreciation; Art Education; Creative Fluency; Garry Winogrand; Photo Contests; Creative Domains; Expressive Awareness; Farm Girl; Held; Digital SLR Camera; Structural Mapping Theory; Read Research Articles; Recent Psychological Studies; Odin
• ISBN: 9788793609389; 8793609388
• DOI: 10.1201/9781003337263-9

Inspiration has been regarded as an important phenomenon in research into artistic creation and art learning (Tyler & Likova, 2012; Chemi, Jensen & Hersted, 2015). Active art appreciation inspires people and facilitates the creativity of art-making, as shown by psychological experiments on drawing (Okada & Ishibashi, 2016). Our recent studies on inspiration in artistic activities have shown that the core of inspiration through art appreciation (ITA) is a dual focus on the artwork (and artist) and the viewer's own art-making. In this chapter, we outline our model of the psychological process of ITA. We list factors that promote ITA, in particular, those inducing a dual focus in the context of educational practice. Some factors - instruction, methods of appreciation, and methods of selecting and showing artworks - may contribute to educational interventions in museums and schools. Finally, we described a case of art educational practice for undergraduates, designed to promote inspiration.